In 1970-1972 a Texas high school in a bicultural community piloted a motivational program of English, Language Arts, and Social Studies skills designed to involve disadvantaged students (mostly Mexican American) in positive, creative outlets to alleviate a negative self-concept. Four teachers plus Title I Migrant aides used a team teaching approach to provide specialized counseling and raise student achievement to that of the peer group. Oral language development was reinforced using Buy's "Speaking By Doing"; reading improvement was based on the Westinghouse PLAN kit; and social studies programs were centered around thematic film units. Project evaluation consisted of standardized testing, teacher observation, and academic success of students in other classes. In 1976 the program was changed to 18 individualized quarter courses including media study, reading skills, economics, American culture, Mexican culture, and Spanish. Proration of all students into the courses eliminated stigma but caused problems due to the inflexible guidelines created by various federal funding agencies. Therefore, it was recommended that all federal programs should be consolidated using Title I supervisors to regulate funding applications; all eligible students should be labeled "disadvantaged"; and annual funding should be based on the number of students plus a percentage of additional monies. Brief descriptions of several program courses are included. (SB)